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Education funding changes 'untenable' says NSW Premier - ABC News (Australian Broadcast... - 0 views

www.abc.net.au/...5126204 education news politics nsw
shared by Vicki Davis on 30 Nov 13 - No Cached
  • Vicki Davis on 30 Nov 13
     
    Education is an issue around the world as demonstrated in this video from New South Wales Premier Barry O'Farrell. They have problems with "reneged deals with Federal and State governments." Education is in flux the world over, lest any one group of educators feel they are being singled out. This is largely caused by the information age. While the industrial age changed how people worked, the information age is fundamentally changing how people learn and those organizations that can adapt and progress will remain. Some towns suffered the loss of factories but kept their schools. What happens when the schools close? Integrate technology, blend learning, or the tightening finances world wide will make it hard for you to thrive in an education landscape increasingly mixed with education technology.
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Gustavo Dudamel leads El Sistema's top youth orchestra | Video on TED.com - 0 views

www.ted.com/...ezuelan_youth_orchestra_1.html ted.com music
shared by anonymous on 19 Feb 09 - Cached
  • anonymous on 19 Feb 09
     
    The Teresa Carreño Youth Orchestra contains the best high school musicians from Venezuela's life-changing music program, El Sistema. Led here by Gustavo Dudamel, they play Shostakovich's Symphony No. 10, 2nd movement, and Arturo Márquez' Danzón No. 2.
  • anonymous on 19 Feb 09
     
    I watched this broadcast live and when it was over I stood and applauded. I just watched it again and I stood and applauded again. This youth symphony from Venezuela will make YOU stand, too. Watch BOTH pieces!
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Change Agency - Advocating a better education system for the 21st Century. » ... - 1 views

www.ed421.com/?p=433 tools
shared by Reggie Ryan on 29 Mar 08 - Cached
  • Equipment: 1 Apple MacBook Pro 1 Canon Elura DV Camera 1 Logitech QuickCam Pro 9000 (webcam) Software: Ustream (web-based) CamTwist
  • Ustream Set-up: After clicking on “Broadcast Now”, I made the following adjustments to the controls: Video Source = CamTwist (note: CamTwist had to be already running in order to do this.) Audio source = Logitech QuickCam Pro 9000 (The audio from the webcam sounded better than the audio from the built-in microphone. The “built-in audio input” didn’t seem to work for my configuration even though I did have a nice mic plugged into the input on my computer ) I adjust the audio and video quality as needed, and under “advanced” features I increased the frame-rate for the video since I was connected via ethernet cable (not recommended if connected wirelessly.)
  • Reggie Ryan on 29 Mar 08
     
    Good%2C%20basic%20description%20of%20tech%20side%20of%20hosting%20UStream%20event
  • Reggie Ryan on 29 Mar 08
     
    Detailed UStream setup on Mac side
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Free teleprompter/autocue service. Cueprompter - The online prompter. - 0 views

www.cueprompter.com administrator all_teachers audio media podcasting presentation reading software technology teleprompter tools
shared by Dean Mantz on 02 Oct 08 - Cached
  • Dean Mantz on 02 Oct 08
     
    Cueprompter.com is a free online teleprompter program. You can write your own scripts and then cut/paste them into the cue prompter for viewing. This website would be great for podcasts, television/radio broadcasts, or even in giving speeches.
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YouTube - Broadcast Yourself. - 0 views

www.youtube.com/...community_guidelines education youtube learning video digitalstorytelling edu_trends digitalcitizenship administrator
shared by Vicki Davis on 16 Mar 09 - Cached
  • YouTube is not for pornography or sexually explicit content. If this describes your video, even if it's a video of yourself, don't post it on YouTube. Also, be advised that we work closely with law enforcement and we report child exploitation. Please read our Safety Tips and stay safe on YouTube. Don't post videos showing bad stuff like animal abuse, drug abuse, under-age drinking and smoking, or bomb making. Graphic or gratuitous violence is not allowed. If your video shows someone being physically hurt, attacked, or humiliated, don't post it. YouTube is not a shock site. Don't post gross-out videos of accidents, dead bodies or similar things intended to shock or disgust.
  • Only upload videos that you made or that you are authorized to use.
  • revealing other people’s personal information,
  • Vicki Davis on 16 Mar 09
     
    Many people have not read the Youtube Community Guidelines. You should report any videos that break these rules to youtube - everyone should have a youtube account and be able to do this. Today, a student had a bad video linked to hers -- I had to go to another place to report the other video but you can do this! Guidelines: "Don't Cross the Line Here are some common-sense rules that will help you steer clear of trouble: * YouTube is not for pornography or sexually explicit content. If this describes your video, even if it's a video of yourself, don't post it on YouTube. Also, be advised that we work closely with law enforcement and we report child exploitation. Please read our Safety Tips and stay safe on YouTube. * Don't post videos showing bad stuff like animal abuse, drug abuse, under-age drinking and smoking, or bomb making. * Graphic or gratuitous violence is not allowed. If your video shows someone being physically hurt, attacked, or humiliated, don't post it. * YouTube is not a shock site. Don't post gross-out videos of accidents, dead bodies or similar things intended to shock or disgust. * Respect copyright. Only upload videos that you made or that you are authorized to use. This means don't upload videos you didn't make, or use content in your videos that someone else owns the copyright to, such as music tracks, snippets of copyrighted programs, or videos made by other users, without necessary authorizations. Read our Copyright Tips for more information. * We encourage free speech and defend everyone's right to express unpopular points of view. But we don't permit hate speech (speech which attacks or demeans a group based on race or ethnic origin, religion, disability, gender, age, veteran status, and sexual orientation/gender identity). * Things like predatory behavior, stalking, threats, harassment, intimidation, invading privacy, revealing other people's personal information, and inciting others to commit violent act
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ASCD Inservice: Tapscott on Changing Pedagogy for the Net Generation - 10 views

ascd.typepad.com/...tapscott.html tapscott pedagogy ascd digital youth inservice 21st century learning netgeneration social networking
shared by Dean Mantz on 09 Mar 10 - Cached
  • Collaboration is another major hallmark of the Net Generation. However, Tapscott said, we have a tendency to squander or prohibit this strength in schools and workplaces.
  • "What do we do with this collaboration-geared generation? We stick them in a cubicle, supervise them like they're Dilbert, and take away their tools (i.e., blocking sites like Facebook and Youtube)." Tapscott calls this creating a generational firewall. "It says, 'We don't get you, we don't understand your tools, and we don't trust you to use them.'"
  • We can’t just throw technology in a classroom and expect good things," notes Tapscott. We need to move away from an outdated, broadcast-style of pedagogy (i.e., lecture and drilling) toward student-focused, multimodal learning, where "the teacher's no longer in the transmission of data business; she's in the customizing-learning-experiences-for-students business."
  • ...1 more annotation...
  • we must consider eight norms for the Net Generation: freedom, customization, scrutiny, integrity, collaboration, entertainment, speed, and innovation.
  • Anne Bubnic on 09 Mar 10
     
    To reshape pedagogy, Tapscott says that we must consider eight norms for the Net Generation: freedom, customization, scrutiny, integrity, collaboration, entertainment, speed, and innovation.
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YouTube - Broadcast Yourself. - 0 views

www.youtube.com/edu youtube education web2.0 video
shared by Toby Fischer on 27 Mar 09 - Cached
  • Toby Fischer on 27 Mar 09
     
    Education channel on you tube. Seems to be college only.
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National testing hurts teachers: expert - ABC News (Australian Broadcasting Corporation) - 0 views

www.abc.net.au/...2623324.htm ABC National Testing testing
shared by Andrew Williamson on 12 Jul 09 - Cached
  • An international educator has criticised the practice of national testing of schools for literacy and numeracy.
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Google+ could make Twitter the next Myspace | VentureBeat - 4 views

venturebeat.com/...-make-twitter-the-next-myspace Google+ google plus edu_news edu_trends technology education techintegrator all_teachers edu_newapp
shared by Suzie Nestico on 04 Jul 11 - No Cached
  • Although Twitter is growing (having just hit 200 million tweets a day), Twitter has left itself open to be displaced with a slow pace of adding features. Even newly returned founder Jack Dorsey has said that it was too difficult for “normal” people to use Twitter.
  • Google+ is decidedly in the Twitter camp — meaning you can follow anyone, including Google CEO Larry Page. Google+ lets you see Page’s posts and “like” his photos of kite surfing in Alaska. When posting on Google+, it forces users to select specific social circles they are posting to, which includes “everyone” as an option that mimics a Twitter-style broadcast. I
  • There are two different types of social networks, private and public — each defined by its default privacy setting. Facebook is by default private and meant to connect actual friends. Twitter by default is public and anyone can follow anyone else.
  • Suzie Nestico on 04 Jul 11
     
    Interesting article found on Google+ via @markwagner
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The golden age of dinosaur discovery - Ockham's Razor - ABC Radio National (Australian ... - 7 views

www.abc.net.au/...5809810 dinosaur abc australian
shared by Tania Sheko on 29 Oct 14 - No Cached
  • You don’t have to imagine very hard. Dinosaurs didn’t die out when an asteroid hit the Earth 66 million years ago. In fact, wherever you live, you can probably step outside and look up into the trees and skies to find them: birds are dinosaurs and they are all around you.
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Code of Best Practices in Fair Use for Media Literacy Education - 1 views

wwwdev.ncte.org/...fairusemedialiteracy medialiteracy bestpractices copyright fairuse 5 principles 2008 digitalcitizenship
shared by Caroline Bucky-Beaver on 12 Nov 08 - Cached
  • Fair use is the right to use copyrighted material without permission or payment under some circumstances -- especially when the cultural or social benefits of the use are predominant. It is a general right that applies even in situations where the law provides no specific authorization for the use in question -- as it does for certain narrowly defined classroom activities.
  • guide identifies five principles that represent the media literacy education community’s current consensus about acceptable practices for the fair use of copyrighted materials
  • code of best practices does not tell you the limits of fair use rights. Instead, it describes how those rights should apply in certain recurrent situations.
  • ...30 more annotations...
  • Media literacy education distinctively features the analytical attitude that teachers and learners, working together, adopt toward the media objects they study. The foundation of effective media analysis is the recognition that: All media messages are constructed.Each medium has different characteristics and strengths and a unique language of construction.Media messages are produced for particular purposes.All media messages contain embedded values and points of view.People use their individual skills, beliefs and experiences to construct their own meanings from media messages.Media and media messages can influence beliefs, attitudes, values, behaviors, and the democratic process. Making media and sharing it with listeners, readers, and viewers is essential to the development of critical thinking and communication skills. Feedback deepens reflection on one’s own editorial and creative choices and helps students grasp the power of communication.
  • Lack of clarity reduces learning and limits the ability to use digital tools. Some educators close their classroom doors and hide what they fear is infringement; others hyper-comply with imagined rules that are far stricter than the law requires, limiting the effectiveness of their teaching and their students’ learning.
  • Educators and learners in media literacy often make uses of copyrighted materials that stand far outside the marketplace, for instance, in the classroom, at a conference, or within a school-wide or district-wide festival. Such uses, especially when they occur within a restricted-access network, do enjoy certain copyright advantages.
  • Law provides copyright protection to creative works in order to foster the creation of culture. Its best known feature is protection of owners’ rights. But copying, quoting, and generally re-using existing cultural material can be, under some circumstances, a critically important part of generating new culture.
  • In reviewing the history of fair use litigation, we find that judges return again and again to two key questions: Did the unlicensed use "transform" the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original? Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use? If the answers to these two questions are "yes," a court is likely to find a use fair. Because that is true, such a use is unlikely to be challenged in the first place.
  • Both key questions touch on, among other things, the question of whether the use will cause excessive economic harm to the copyright owner. Courts have told us that copyright owners aren’t entitled to an absolute monopoly over transformative uses of their works.
  • Another consideration underlies and influences the way in which these questions are analyzed: whether the user acted reasonably and in good faith, in light of general practice in his or her particular field.
  • Code of Best Practices in Fair Use for Media Literacy Education
  • Through its five principles, this code of best practices identifies five sets of current practices in the use of copyrighted materials in media literacy education to which the doctrine of fair use clearly applies. These practices are associated with K–12 education, higher education, and in classes given by nonprofit organizations. When students or educators use copyrighted materials in their own creative work outside of an educational context, they can rely on fair use guidelines created by other creator groups, including documentary filmmakers and online video producers.
  • These principles apply to all forms of media.
  • The principles apply in institutional settings and to non-school-based programs. 
  • The principles concern the unlicensed fair use of copyrighted materials for education, not the way those materials were acquired. 
  • where a use is fair, it is irrelevant whether the source of the content in question was a recorded over-the-air broadcast, a teacher’s personal copy of a newspaper or a DVD, or a rented or borrowed piece of media. Labels on commercial media products proclaiming that they are “licensed for home [or private or educational or noncommercial] use only” do not affect in any way the educator’s ability to make fair use of the contents—in fact, such legends have no legal effect whatsoever. (If a teacher is using materials subject to a license agreement negotiated by the school or school system, however, she may bebound by the terms of that license.)
  • TWO:  Employing Copyrighted Materials in Preparing Curriculum Materials
  • fairness of a use depends, in part, on whether the user tookmore than was needed to accomplish his or her legitimate purpose.
  • PRINCIPLES
  • ONE:  Employing Copyrighted Material in Media Literacy Lessons
  • The principles are all subject to a “rule of proportionality.” 
  • THREE:  Sharing Media Literacy Curriculum Materials
  • In materials they wish to share, curriculum developers should beespecially careful to choose illustrations from copyrighted media that are necessaryto meet the educational objectives of the lesson, using only what furthers theeducational goal or purpose for which it is being made.
  • FOUR:  Student Use of Copyrighted Materials in Their Own Academic and Creative Work
  • Students should be able to understand and demonstrate, in a mannerappropriate to their developmental level, how their use of a copyrighted workrepurposes or transforms the original. For example, students may use copyrightedmusic for a variety of purposes, but cannot rely on fair use when their goal is simplyto establish a mood or convey an emotional tone, or when they employ popular songssimply to exploit their appeal and popularity.
  • FIVE:  Developing Audiences for Student Work
  • If student work that incorporates, modifies, and re-presents existingmedia content meets the transformativeness standard, it can be distributed to wideaudiences under the doctrine of fair use.
  • Educators and learners in media literacy often make uses of copyrighted works outside the marketplace, for instance in the classroom, a conference, or within a school-wide or district-wide festival. When sharing is confined to a delimited network, such uses are more likely to receive special consideration under the fair use doctrine.
  • Especially in situations where students wish to share their work more broadly (by distributing it to the public, for example, or including it as part of a personal portfolio), educators should take the opportunity to model the real-world permissions process, with explicit emphasis not only on how that process works, but also on how it affects media making.
  • The ethical obligation to provide proper attribution also should be examined.
  • This code of best practices, by contrast, is shaped by educators for educators and the learners they serve, with the help of legal advisors. As an important first step in reclaiming their fair use rights, educators should employ this document to inform their own practices in the classroom and beyond
  • MYTH:  Fair Use Is Just for Critiques, Commentaries, or Parodies. Truth:  Transformativeness, a key value in fair use law, can involve modifying material or putting material in a new context, or both. Fair use applies to a wide variety of purposes, not just critical ones. Using an appropriate excerpt from copyrighted material to illustrate a key idea in the course of teaching is likely to be a fair use, for example. Indeed, the Copyright Act itself makes it clear that educational uses will often be considered fair because they add important pedagogical value to referenced media objects.
  • So if work is going to be shared widely, it is good to be able to rely on transformativeness. As the cases show, a transformative new work can be highly commercial in intent and effect and qualify under the fair use doctrine.
  • Caroline Bucky-Beaver on 12 Nov 08
     
    Great article outlining copyright, fair use and explaning the 5 principles of fair use in education.
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